Professional Portfolio
Projects
This tab showcases projects I have completed throughout my educational journey, including work from my undergraduate program in Elementary Education, my master’s program in Reading and Literacy, and my certification in Equity, Advocacy, and Leadership in Gifted and Talented Education. These assignments reflect both my growth as a student learning how to teach and my development as a practicing educator applying that learning in real classroom settings.
Across these experiences, my work has focused on building strong instructional practices in literacy, designing meaningful and differentiated learning opportunities, and advocating for equitable identification and support of diverse gifted learners. Together, these projects highlight how my understanding of teaching has evolved to be more student-centered, research-based, and grounded in equity.
For this project, I was given the task to create a lesson plan for grades K-2 to educate them on the importance of being safe and private online.
The purpose of this project was to create a lesson plan that uses technology to enhance the child's learning.
This case study discusses ways in which students with learning disabilites can still be successful in the classroom with a variety of technology resources.
Understanding Giftedness through the Lens of Poverty and ADHD
Understanding Affect and Identity in Gifted Learners
Supporting Gifted Students in Rural Communities
Analysis of Local AIG Plan
The Acceleration of Students
AIG Curriculum Model Proposal
GRASPS Lesson Plan
Differentiation Lesson Plans
Collaboration and Advocacy Plan
Creativity Resource
More coming soon...
Conclusion
Across these artifacts, I was able to meet several of the course objectives in different ways. The Creativity Resource connects to Objective 1 because it focuses on understanding creativity and how it fits into gifted education. The GRASPS Lesson and Differentiation Lesson Plans connect to Objective 2 since they include critical thinking, problem solving, and different levels of support for students.
A lot of the artifacts also connect to Objective 3 because they focus on social, cultural, and equity factors. This includes the Analysis of the Local AIG Plan, Understanding Giftedness through the Lens of Poverty and ADHD, Understanding Affect and Identity in Gifted Learners, and Supporting Gifted Students in Rural Communities. These all look at how giftedness can be misunderstood or overlooked depending on a student’s background or experiences.
The Collaboration and Advocacy Plan, The Acceleration of Students, and the AIG Curriculum Model Proposal connect most to Objective 4 because they focus on improving gifted programs through communication, collaboration, and advocacy. They show how change doesn’t just happen in the classroom, but also through working with others and improving systems.
Overall, these artifacts also show my growth in Objective 5. I’ve learned more about how to support gifted learners, not just through instruction, but also by thinking about equity, systems, and how to create better opportunities for all students.